THE USE OF COMMUNITY LANGUAGE LEARNING (CLL) METHOD...

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THE USE OF COMMUNITY LANGUAGE LEARNING (CLL)

METHOD TO INCREASE STUDENTS PARTICIPATION AND

ACHIEVEMENT IN ENGLISH CONVERSATION ACTIVITY

IN ENGLISH CLASS FOR THE FIRST YEAR STUDENTS OF

SMK PLUS AL MADINAH PABELAN SEMARANG DISTRICT

IN THE ACADEMIC YEAR 2016/2017

A GRADUATING PAPER

Submitted to the Board Examiners as a Partial Fulfillment of Requirements

for the Degree of Sarjana Pendidikan(S.Pd.) of

English Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

IRA NURUSSOFA

113 12 039

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATEINSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

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vi

MOTTO

فإن مع العسر يسرا

( EVERY DIFFICULTY THERE IS DEFINITELY EASE)

(Al Insyirah: 5)

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DEDICATION

I dedicate this graduation paper to:

1. My God, Allah SWT who always besides me, listens to me, takes care of me,

and gives me the best thing ever.

2. My great parents (Rahmad and YunanikMaskanah). Thank you very much for

everything. May Allah keep you and give you happiness. I do love you.

3. My beloved brother ( Muhammad Ubayyu Azji), my beloved sisters

(DarojatirRofiah and SabilaYasaro) and my big family who fill my life with

love and affection.

4. My “Bapak”(KH.Drs. Nasafi, M.Pd). Thank you very much for your advices.

Your advice always motivates me to do my best. I love you so much.

5. My boarding house‟s friends ( PondokPesantren NURUL ASNA) who always

give me support

6. My beloved friends “TBI B 2012”. Thank you very much for our memories.

7. All of my friends at IAIN Salatiga that I cannot mention one by one.

8. Thank you for everyone who supports my live.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

In the name of Allah, the most gracious and merciful, the kings of universe

and space. Thanks to Allah because the researcher could complete this research as

one of requirement to finish study in English and Education Department of States

Institute for Islamic Studies.

This graduating paper would not have been completed without support, and

guidance from individual and institution. Therefore, the researcher would like to

express special thanks to:

1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic

Studies (IAIN) Salatiga.

2. Suwardi, M.Pd., as Dean of Teacher Training and Education Faculty of

State Institute for Islamic Studies (IAIN) Salatiga.

3. Noor Malihah, Ph. D. as the Head of English Education Department of

States Institute for Islamic Studies (IAIN) Salatiga. Thanks for all her

suggestions, recommendations and supports for this graduating paper from

the beginning until the end. She is really outstanding lecturer and mom for

students of English Education Department.

4. Sari Famularsih, M.Aas counselor who has educated, supported, directed

and given the researcher advices, suggestions and recommendations for

this graduating paper from beginning until the end. Thanks for her

patience and care. Without her, this graduating paper seemed will not be

finished. She really gave big contributions to this graduating paper.

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ABSTRACT

Nurussofa, Ira. 2016. “The use of Community Language Learning (CLL) method

to increase students participation and achievement in English conversation

activity in English class for the first year students of SMK PLUS Al

MadinahPabelanSemarang District in the academic year 2016/2017”. A

Graduating Paper. English Education Department of Teacher Training and

Education Faculty. State Institute for Islamic Studies (IAIN)Salatiga.

Consultant: Sari Famularsih, M.A

Key Words: Community Language Learning (CLL), Conversation

This research is about increasing students participation used Community

Language Learning (CLL) as a method of language teaching for the first year students of

SMK PLUS Al MadinahPabelan in the academic year 2016/2017. The objective of this

research is to find out the profile of students participationand achievement in English

conversation activity in English class for the first year students of SMK PLUS Al

Madinah PabelanSemarang District in the academic year 2016/2017, to find out the

improvement or result of students participationand achievement in English conversation

activity in English class for the first year students of SMK PLUS Al Madinah Pabelan

SemarangDistrict in the academic year 2016/2017 and to find out the improvement of

achievement in English conversation activity in English class for the first year

students of SMK PLUS Al Madinah Pabelan SemarangDistrict in the academic

year 2016/2017.Based on the observation participated during teaching and learning

process, the students were less participation in English conversation. The method of the

research was classroom action research which consists of two cycles. The number of the

students in this research was 14 students. In completing the research, the researcher used

observation sheet, documentation and essay tests as the instrument of collecting data. By

conducting classroom action research, it was found that the implementation of

Community Language Learning (CLL) method increase students participationand

achievement in English conversation in English class. The result of this research showed

that the findings in cycle II was higher than the KKM (Minimum Completeness Criteria)

at SMK PLUS Al MadinahPabelan SemarangDistrict in the score of 70 in the academic

year 2016/2017. The mean score ofpost- test in cycle II was 77,8. Based on the result of

this research, it could be concluded that the implementation of Community Language

Learning (CLL) method increased students participationand achievement in English

conversation in English class for the first year students of SMK PLUS Al

MadinahPabelanSemarangDistrictin the academic year 2016/2017.

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TABLE OF CONTENTS

TITLE PAGE ………………………………………………..………....……... i

DECLARATION ............................................................................................... ii

ATTENTIVE COUNSELOR NOTES ............................................................ iii

CERTIFICATION PAGE .................................................................................. iv

MOTTO............................................................................................................... v

DEDICATION ................................................................................................ vi

ACKNOWLEDGMENT ................................................................................... vii

ABSTRACT ...................................................................................................... ix

TABLE OF CONTENTS.................................................................................... x

CHAPTER I INTRODUCTION

A. Background of the Study ……............................................... 1

B. Problem Statements …………............................................... 3

C. Objectives of the Study ........................................................3

D. Limitation of the Study ………............................................. 4

E. Benefits of the Study …......................................................... 4

F. Clarification of Key Term ………………………................. 5

G. Graduating Paper Organization…………………………….. 6

CHAPTER II THEORETICAL FRAMEWORK

A. Community Language Learning (CLL) Method………….... 7

1. Concept of CLL…………………………..…………….. 7

2. Design of CLL …………………………………….…… 8

a. Types of Learning and Teaching …………………... 8

b. Learner Roles ……………………………………….10

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c. Teacher Roles …………………………………….. 12

B. Students Participation ... ………………………………....... 15

1. Definition of Students Participation… …………………15

2. Suggestion to Increase Students Participation ………… 15

C. Speaking …………………………………………......….... 16

1. Definition of Speaking ……………….……………….. 16

2. Conversation Activity in English class .. ……………... 17

a. The basic Principles of Teaching Conversation........ 17

b. The Steps to Teach Conversation..……………….... 20

CHAPTER III RESEARCH METHOD

A. Place and Time of Study………………………………….. 22

B. General Situation of SMK PLUS Al MadinahPabelan….. 23

C. Type of Study ……………………………………………. 25

D. Subject of the Study……………………………………… 26

E. The Procedure of Study…………………………………... 27

F. Technique ofCollecting Data…………………………….. 30

G. Technique of Data Analysis……………………………….. 31

CHAPTER IV DATA ANALYSIS

A. Data Analysis…………………………………………….. 37

1. Cycle 1……………………………………………….. 37

2. Cycle 2…………..…………………………………… 49

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................... 61

B. Sugesstion ........................................................................... 63

BIBLIOGRAPHY

APPENDICE

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LIST OF TABLES

Table 3.1Schedule of the Study…………………………………………… 23

Table 3.2 The List of X class of SMK PLUS Al MadinahPabelan……….. 27

Table 3.3The List of X1 class of SMK PLUS Al MadinahPabelan………. 28

Table 3.4Speaking Rubric………………………………………….……… 34

Table 4.1 The Result of pre and post test CI…………………..……………. 43

Table 4.2 The students participation C2 ………………………………… 47

Table 4.3The Result of pre and post test Cycle 2 ...........................………....54

Table 4.4The students participation cycle 2………………………………… 57

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LIST OF APPENDICES

Appendix 1 Lesson Plan

Appendix 2 Student‟s Pre-test

Appendix 3 Student‟s Post-test

Appendix 4 Student‟s Participation sheet

Appendix 5 Observation Sheet

Appendix 6 Consultation Sheet

Appendix 7 Research Permission Letter

Appendix 8 Recommendation from SMK PLUS Al MadinahPabelan

Appendix 9 Documentation

Appendix 10 Curriculum Vitae

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CHAPTER 1

INTRODUCTION

A. Background of The Study

Language is a purely human and non-instinctive method of

communicating ideas, emotions, and desire by mean of a system of

voluntarily produced symbols(Sapir, 1949:08). People need language to look

for and give people benefit information. People need a language as a tool

in communication to express their feeling, thought and desire. Especially in

English learning, the researcher need not to be a master linguists, but he

cannot to teach a part (the particular language) of reality without knowing

how that part fits into the whole (language in general) (Brown, 1980:06). In

English teaching and learning, there are four skills which are very important

for English learners, there are reading, speaking, listening and writing.

Oktarina in Azizah (2014) underlines that speaking skill is the ability of

arranging sentences since communication happens through the various

society.Especially in English Class, we can increase our speaking skill by

conversation. Fauziati(2005) said that Learning becomes a group effort with

minimum competition and allows each students grow in self-understanding

and in appreciation of themself and others as they increases in knowledge. It

can be defined, caught, the word we teach in the foreign language.

The Community Language Learning (CLL)Method is the name ofa

method in language teaching develop by Charles A.Community Language

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Learning used Counseling Learning to teach language. Counseling Learning

is a way of learning and teaching in which one or more persons involved to

act as a „counselor‟ to the others,in order that the work(s), whether that work

is learning or teaching, may be fuller,smoother, and more satisfying (Stevick,

1980:107). The researcher acts as a counselor while the learner as “a client‟.

Teacher can help student in English Conversation Class in order to get new

vocabularies and find many informations about grammar to increase in

speaking skill by Participation in English Conversation activity. Sometimes

they also found some problems about grammar, difficulties of new

vocabulary based on the English dialogue by the community. Then, they can

look for the solution of the problems by asking to the researcher (counselor)

or their friends. Indirectly, students will increase their Participation

inEnglish Conversation activity by Community Language Learning (CLL)

method.

Based on the explanation above the writer is interested to

conduct the research entitled “THE USE OF COMMUNITY

LANGUAGE LEARNING (CLL) METHOD TO INCREASE

STUDENTS PARTICIPATION AND ACHIEVEMENT IN ENGLISH

CONVERSATION ACTIVITY IN ENGLISH CLASS FOR THE FIRST

YEAR STUDENTS OF SMK PLUS AL MADINAH PABELAN

KABUPATEN SEMARANG IN THE ACADEMIC YEAR 2016/2017”

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B. Problem Statement

Based on the background of the study, The Researcher finds out the

following problems, they are :

1. How is the profile of students participation and achievement in English

conversation activity in English class for the first year students of SMK

PLUS Al MadinahPabelan Kabupaten Semarang in the academic year

2016/2017?

2. How is the improvementof students participationin English conversation


MadinahPabelan Kabupaten Semarang in the academic year 2016/2017?

3. How is the improvement of achievement in English conversation activity in

English class for the first year students of SMK PLUS Al MadinahPabelan

Kabupaten Semarang in the academic year 2016/2017?

C. Objectives of The Study

The study has some following purposes, they are:

1. To find out the profile of students participation and achievement in

English conversation activity in English class for the first year students of

SMK PLUS Al MadinahPabelanKabupaten Semarang in the academic

year 2016/2017?

2. To find out the improvementof students participation in English

conversation activity in English class for the first year students of SMK

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PLUS Al MadinahPabelan Kabupaten Semarang in the academic year

2016/2017?

3. To find out the improvement of achievement in English conversation


MadinahPabelan Kabupaten Semarang in the academic year 2016/2017?

D. Limitation of the Studys

The study is focuses on students participation in English conversation

activity in English class for the first year of SMK PLUS AL MADINAH

PABELAN. In this research, The Researcher takes two classes for the first

year students. The Action research is used to know the ability in English

conversation activity in English Class by using Community Language

Learning(CLL) as a method of English language teaching.

E. Benefit of the study

This study is expected to give theoretical and practical benefits :

1. The Researcher

The researcher will understand more about using Community Language

Learning(CLL) method to increase students participation in English

conversation activity in English class deeply.

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2. The Reader

The finding of this research will be useful for the readers to know the

importance of Community Language Learning(CLL) method to increase

the students participation in English conversation activity in English class.

3. The Students

The students can improve their ability in English conversation activity in

English class by using Community Language Learning (CLL) method.

F. Clarification of Key Term

The Researcher clarifies the term to avoid a mistake in understanding

the title above:

1. Community Language Learning (CLL)

Community Language Learning (CLL) Method is the name of a

method in language teaching develop by Charles A. Community Language

Learning used Counseling Learning to teach language (Richard, 1986:90).

2. Conversation

Conversation is the way in which people socialize, develop, and

sustain their relationships with each other. When people conversing they

engage in a form of linguistic communication, but it is much more going

on in a conversation than just the use of a linguistic code (Liddicoat,

2007:1).

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G. Review Previous Research

To support this study, the writer did previous research review with the

previous research. There are two previous researches as follow:

According to Munirotul Azizah in her thesis “Theuse of Community

Language Learning (CLL) to improve Speaking Skill ( An Experimental

Study of the Second Grade Students of SMP N 2 Banyubiru in the Academic

Year of 2013/2014”, the students improve speaking skill by Community

Language Learning (CLL) method (2014)

In the other side, Siti Nurhasanah in her thesis entitled “The Use of

Community Language Learning (CLL) Method to increase The Students‟

Participation In Classroom Conversation”,She asserts that used Community

Language Learning (CLL) method can increase students‟ participation in

classroom conversation. (2014) but this research is different from the research

above, this research increase students participation and achievement in

English conversation activity in English class (2017)

H. Graduating Paper Organization

This research is divided into five chapters:Chapter I contains

background of the study, limitation of the study, statements of the

problems, objective of the research, significant of the study, definition of

key terms, research methodology.Chapter II contains the theoretical

framework, the researcher explains about; review of related information

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about Community Language Learning and conversation.Chapter III

contain general situation of SMK PLUS Al MadinahPabelan Kabupaten

Semarang The histories, location of the school, geographical placed

the education condition of the researchers and the students, the condition

of medium and infrastructure. Chapter IV the researcher explains the data

analysis of the data interpretation that discusses the result of the

tests.Chapter V the researcher finishes the graduating paper by giving

conclusion andsuggestion.

Appendix

Bibliography

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CHAPTER II

THEORITICAL FRAMEWORK

A. Community Language Learning (CLL) Method

Method is an overall plan for the orderly presentation of language

material, no part of which contradicts, and all of which is based upon, the

selected approach. An approach is axiomatic, a method is procedural

(Richards, 1986:19). Within one approach, there can be many methods to

teach language learning. One of the methods is Community Language

Learning (CLL). The Community Language Learning (CLL) Method is

the names of a method in language teaching develop by Charles A that

used Counseling Learning to teach language.

1. Concept of CLL

Since Community Language Learning is the name of a method

which is oriented on humanistic approach. One term to Community

Language Learning is counseling learning where it is a non-direct

therapies approach which is designed to easing the learners in

acquiring the target language.

In accordance with the statement above, The Researcher

particularly needs to formulate the example of Community Language

Learning takes place in the classroom. A group of learners sit in a

circle with the researcher standing outside of the circle, and a student

whispers a message in the native language (L1): next, the researcher

translates the message of the learners into the foreign language (L2),

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while, the students repeats the messages in the foreign language into a

cassette; students compose further messages in the foreign language

with teacher‟s help; so students reflect about their feelings and wishes.

It means that the client-counselor in psychological counseling have

relationship between the learner-knower in Community Language

Learning. Furthermore, Community Language Learning represents the

use of counseling-learning theory to teach languages.

2. Design of CLL

This design of CLL discusses about activities of teaching

learning using CLL technique such as:objective, the syllabus, type

learning and teaching activities, learner roles, and teacher roles.

a. Types of Learning and Teaching

Activity In accordance with types of learning and teaching

activity, here Community Language Learning involve learning task

and activities take place in learning and teaching process as

follows:

1) Translation.

Learners from a small circle.A learner whisper a message

or meaning he or she want to express, the researcher translates

it into the target language, and the learner repeats the

researcher‟s translation.

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2) Group work.

Learners may engage in various group tasks, such as small

group discussion of a topic, preparing a conversation, preparing

a summary of a topic for presentation to other group. Preparing

a story that will be presented to the researcher and the rest of

the class.

3) Recording.

Students record conversations in the target language.

4) Transcription.

Students transcribe utterances and conversation they have

recorded for practice and analysis of linguistic forms.

5) Analysis.

Stu dents analyze and study transcriptions of target

language sentence in order to focus on particular lexical usage

or on the application of particular grammar rules.

6) Reflection and observation.

Learners reflect and report on their experience of the class.

This usually consist of expression of feeling, sense of one

another, concern for something to say.

7) Listening.

Students listen to a monologue by the researcher involving

elements they might have elicited or over hear in class

interactions.

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8) Free conversation.

Students engage in free conversation with the researcher or

with other learners. This included discussion of what they have

learned as well as feelings they have about how they have

learned.

b. Learner Roles

In Community Language Learning, here the learners roles

as the part of community, their fellow learners and the researcher

and learn through interacting each other with the member of the

community. Learners are expected to listen attentively what the

counselor advised, provide them a chances freely whatever the

meanings they wish to expressed, to repeat target utterance without

hesitation, to report deep inner feelings and frustrations and to

become counselors to other languages.

Meanwhile, Laforge (in Richard, 1986: 121) stated that

there are five stages of Community Language Learning as follows:

1) Embryonic Stage.

The learner is completely dependent upon the knower for

linguistic content. When a learner decides to address the group,

speaks in his native language, the counselor translate him to the

target language. Then, the learner speaks to the group in the

target language.

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2) Self Assertion Stage,

The child achieves a measure of independence from the

parent. Member of CLL group begin to use simple phrases on

their own with great personal satisfaction. They pick up

expressions which they have heard and employ them as the

beginning of their self-affirmation and independence.

3) Separated Existence Stage.

Individuals In the group learn from understanding the other

members direcly in the foreign language. The learner also

begins to resent any assistance which the researcher would like

to provide, especially when he offers knowledge which the

learner already possess.

4) Reversal Stage.

The child begins to express himself quite independently of

the parent or the knower. He communicate by himself and

undergoes a transformation into independence in the foreign

language.

5) Independent Stage.

Theoretically. The learner knows all that the researcher has

to teach. Although the language may be independent, he may

need more subtle linguistic refinements and correction. The

correct usage and situation and appropriate use of the foreign

language.

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Furthermore, learning is a whole person process and the

learner at each stage is involved not only in the accomplishment of

cognitive (language learning) but also in the solution of affective

conflicts and respect for the enactment of values.

c. Teacher Roles

In this part of types of learning and teaching activity, the

researchers have significant roles to capture all the learner

problem and then to solve it well. The researchers (counselor‟s

role) is to respond calmly and non judgmentally, in a supportive

manner and help the client try to understand his or her problems

better by applying order and analysis to them.

Concerning with the statement above, Curran (in Richard,

at all, 1986: 26) stated that “one of the functions of the

counseling response is to relate affect to cognition.

Understanding the language of feeling, the counselor replies in

the language of cognition”

The researcher‟s role, teachers operate in supportive roles

and providing target language translation and imitation on

request of the clients. Later, interaction may be initiated by the

students and the researcher monitors learners utterances,

providing assistance when requested. So the student become

increasingly capable to accept the criticism and the researcher

may directly intervene to correct deviants utterances, supply

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idioms and advice on usage of words as well as fine usage of

grammar.

One continuing role of the researcher is particularly notable

in Community Language Learning that is responsible for

providing safe environment in which students (clients) can learn

and grow. Here, the learners feels secure and free to direct their

energies to the tasks of communication and learning rather than

to building and maintaining their defensive positions. To

support the statement, Curran (in Richard, 1986: 6) describes the

importance of a secure environment as follows:

“As whole persons, we seem to learn best in an atmosphere

of personal security, feeling secure, we are freed to approach the

learning situation with the attitude of willing openness. Both the

learner‟s and knower‟s level of security determine the

psychological tone of the entire learning experience”.

Dieter Stroinigg (in Stevick 1980: 185) present a protocol

of what a first day‟s CLL class covered, which is outline here:

1) Informal greetings and self-introductions were made.

2) The researcher made a statement of the goal and guidelines

for the course.

3) A conversation in the foreign language took place.

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A circle was formed so that everyone had visual

contact with each other.

(a) One student initiated conversation with another student

by giving a message in the L1.

(b) The researcher standing behind the student, whispered a

close equivalent of the message in the L2.

(c) The student then repeated the L2 message to its

addressee and into the tape recorder as well.

(d) Each student had a chance to compose and record a few

message.

(e) The tape recorder was rewound and replayed at

intervals.

(f) Each student repeated the meaning in Bahasa of what he

or she had said in the L2 and helped to refresh the

memory of others.

4) Than students participated in a reflection period, in which

they were asked to express their feelings about the previous

experience with total frankness.

5) From the materials just recorded the instructor chose

sentences to write on the blackboard that highlighted

elements of grammar, spelling, and peculiarities of

capitalization in the L2.

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6) Students were encouraged to ask question about any of the

items above.

7) Students were encouraged to copy sentences from the board

with notes on meaning and usage. This become

:textbookfor home study.

B. Students Participation

1. Definition of Students Participation

Rudduck and Flutter‟s definition of student participation is

twofold: firstly, it takes (seriously) into account pupils‟ views on their

experience of learning, and whatthey identify as good and bad

practices. Secondly, it involves finding effective ways to

include these views in the process of designing the learning

environment and thelearning experience, from the classroom to the

institutional level Rudduck and Flutter (in Bruno : 2008)

2. Suggestion to Increase Students Participation

Here some suggestion to increase student participation:

a. To make it clear that everyone will do the activity at some point, if

there is no way to avoid participation, people will eventually

abandon their reluctance.

b. To include time for a planning phase. If students have advances

warning and can think about what they want to say.

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c. To build steps in a pair work or group work during the preparation

phrase, so that the learners can interact with and benefit from

others.

d. To demonstrate the activity for the first time you use it so that

students will understand what is expected of them.

e. To create a conductive and comfortable climate in your classroom

in general where oral mistakes are seen as natural learning

opportunities instead of lapses judgment or evidence rhat the

students not motivated (Nunan, 1991:52).

The suggestion above may suggest the researchers to give their

students a new feeling of assurance so they will venture participate

in English Conversation Activity in English Class by Community

Language Learning (CLL).

C. Speaking

There are four language skills in English, there are reading,

speaking, listening and writing. Speaking is the second skills that needed

to comprehend by the people in their life. In reality, for the first time

someone comes to the new world, he is proud of his ear to listen

surrounding.

1. Definition of Speaking

Speaking skill is needed by learner in real communication to

express any message and information (Nasin in Munir, 2005: 10).

Morries(1966) states that speaking is the novice means of

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communication among member of society in expressing their thought

and is the representation of social behavior. On the other hand, in

Oktarina in Azizah (2014) underlines that speaking skill is the ability

of arranging sentences since communication happens through the

various society. In different statement, Chaney in Azizah (2014) says

that speaking is the process of building and sharing meaning through

the use of verbal and non-verbal symbols, in a variety of contexts.

Conversation is the way to build the use of verbal symbols.

2. Conversation Activity in English Class

To most people, mastering the art of speaking is the single most

important aspect of learning a second or foreign language, and success

is measure in terms of the ability to carry out a conversation in the

language (Fauziati, 2005:126).

a. The Basic Principles of Teaching Conversation

1) Focus on communication and fluency, not correctness

Any student should be emphasized that it‟s not a matter of

holding the conversation correctly but whether or not the

classmates understand him.

2) Lay the groundwork

Before entering in academic conversations, students

have to agree on some basic rules, there are:

(a) Advance one‟s own opinions clearly and politely while

considering the audience

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(b) Listen to each other courteously

(c) Listen actively by clarifying meaning and ask for

examples

3) Student directed: student chooses of topics

It depends on different social and cultural background of

students. The students are allowed to come up with own topics

to use over the course of the term. They do not have to take

academic topics but some students are interested in and can

discuss for an extended time.

4) Based on arranging the students in groups

It declares that conversation occurs successfully and

productively in small, not large groups. Having students work

in small groups help to develop their conversational skill.

5) Encourage students to rotate partners

Some teachers assign conversational partners or groups for

the term. This has advantages such as students get to know

each other better and they can quickly get into their groups

when asked to. But the occasional rotation of partners or

groups every few weeks gives students an opportunity to get to

know more of their peers and to get exposed to more ideas

while being the member of the same group for a long period of

time.

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6) Teaching conversation strategies

English teachers believe that it is very important to teach

students conversation strategies because even a native speaker

can fail if he doesn‟t know them. They say that students can

carry on an everyday conversation on any topic without

difficulty in an informal setting but they can‟t have a «real

conversation» on the same topic in the classroom.

7) Teach vocabulary

It is clear that students are not able to enter a specific

conversation if they don‟t have the vocabulary on the topic.

They had to be introduced some key phrases and words related

to the topic.

8) Teaching both formal and informal conversational skills

There are specific strategies for entering, extending, and

ending conversations both formally and informally. Knowing

these strategies for different types of conversations help

students avoid confusion and gain experience in different types

of conversations.

9) Correctness

Students should be assessed mostly informally

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b. The Steps to Teach Conversation

1) Teach a content lesson

Focus on key vocabulary on the topic and review simple

grammar rules before students are given the chance to practice

conversation.

2) Separate students into pairs or small groups

So as they feel less self-conscious about their skills and

have more opportunities to speak

3) Set parameters for the conversation

Discussions can focus on agreement or disagreement over a

definite issue, sharing ideas about current events, brainstorming

solutions to an issue

4) Assign roleplaying activities

So as the students can practice specific vocabulary or

phrases in realistic situation

5) Practice simulations

Simulations include more elaborate settings such as TV

host, singer, etc. Because a simulation can help students practice

their conversational skills and feel more confident while speaking

in front of the class

22

6) Ask students to be reporters or to interview one another

Students who act as the reporter or interviewer use

their conversational skills to get information, and students who act

as the subjects use their skills to make up answers to the questions

7) Allow students to play games together having made a rule that

students have to speak in English while playing (Milova:2015).

CLL is a method to teach English conversation activity in English

class. The Researcher believes that the method can increase students

participation in English conversation activity in English class of SMK

PLUS AL MADINAH Pabelan Kabupaten Semarang.

23

CHAPTER III

RESEARCH METHOD

A. Place and Time of Study

The study is located at SMK PLUS AL MADINAH on Jl. Raden

Fatah No. 30 Blambangan, Rt 03 Rw 02 KaumanKidul, Sidorejo, Salatiga.

The study was applied for the first year students in this school. Based on

The Researcher observation, this class has low participate in conversation

activity in English class.

The classroom action research is finished on August, 24th

2016 the

schedule of study can be drawn in the table below:

Table 3.1Schedule of the Study

No Date and Time Activities Place

1.

Tuesday

August, 16th

2016

Observation SMK PLUS AL

MADINAH Pabelan

Kabupaten Semarang

2.

Tuesday

August,

23rd

2016

Teaching

learning

process by

Community

Language

A class for the first year of

SMK PLUS AL

MADINAH Pabelan

Kabupaten Semarang

24

B. General Situation of SMK PLUS AL MADINAH PabelanKabupaten

Semarang

AL MADINAH PLUS Vocational High School (SMK PLUS AL

MADINAH) PabelanKabupaten Semarang is one of private Vocational

High Schools in Salatiga. It is located at Jl. Raden Fatah No. 30

Blambangan, RT 03 RW 02 KaumanKidul, Sidorejo, Salatiga.This

school focus on Computer Networking. Facilities and infrastructure in

SMKs PLUS AL MADINAH Pabelan consist of classroom, computer

laboratory, library, head master room, administrative room, field, mosque,

and toilet. AL MADINAH PLUS Vocational High School (SMK PLUS

AL MADINAH) PabelanKabupaten Semarang has history, vision and

mission. They are:

Learning

(CLL)

3.

Wednesday

August, 24th

2016

Teaching

learning

process by

Community

Language

Learning

(CLL)

A class for the first year of

SMK PLUS AL

MADINAH Pabelan

Kabupaten Semarang

25

1. The history of SMK PLUS AL MADINAH

The founder of AL MADINAH PLUS Vocational High School is

Institute of HidayatullahSalatiga. SMK PLUS AL MADINAH is

optional way of education for low and middle economy families but

they have high motivation to study. Learning process in this school

begin in June 2009.

In 2009 SMK PLUS Al-MADINAH located at Jl. KH. Abdul

Wahid (complex of Ar-Ridho mosque), Cabean, Sidomukti, Salatiga.

On 2011 SMK Plus Al-Madinah moved on Jl. RadenPatah No. 30

BlambanganRt 02 / IV KaumanKidul, Sidorejo, Salatiga.

2. Vision

Realizing SMK Plus Al-MadinahSalatiga as a human resources

professional printer independent, have a skill, intellectual, emotional,

and spiritual as well as an information center and technology for society

3. Mission

a) To organize Islamic vocational education quality.

b) To implement of education that combines skill, intellectual, moral,

and spiritual.

c) To provide skills and life skill for the students and the surrounding

community.

d) To print secondary graduates experts in the field of technology

26

e) To provide information technology development center for the wider

community.

4. Students of SMK PLUS AL MADINAH

There are 22 students of SMK PLUS AL MADINAH Pabelan in

the academic year 2016/2017. There are 6 students for the tenth grade,

8 students for the eleventh grade and 7 students for the twelfth grade.

C. Type of Study

The researcher use classroom action research (CAR) in this

research. Mertler (2009: 5) states Research is simply one of many means

by which humen beings seek answers to questions.

Besides, Arikunto (2006:2-3) informs that CAR consists of three

words, so there are three definitions, which can be explained:

1. Study-indicates an activity to observe the object by using of

methodologies and some ways to get the useful data or information to

improve the quality of thing and that is necessary for writer.

2. Action is a movement activity, which is done deliberately with a

certain purpose.

3. Classroom- in this case is not bound by the terms of the classroom, but

it has a more specific meaning. The word of class means groups of

students who are in the same time to receive the same lesson from the

same teacher.

27

Based on three of main words above, CAR means an observation

toward learning process that organized as an action, which is appeared

deliberately and happened simultaneously in the classroom.

D. Subject of the Study

The Subject of this study is the first year students of SMK PLUS

AL MADINAH Pabelan in the academic year 2016/2017. The researcher

took X and XI classes. There are 14 students. Based on The Researchers

observation, this class had low score in English ConversationActivity in

English class (based on teacher interview). She wants to apply the learning

method in order to increase students participation in English conversation

activity in English class. The position of The Researcher in this study is as

a teacher. The sample and the populations are as follow:

Table 3.2.The List ofXclass of SMK PLUS AL MADINAH

No Name

1. Denes DwiPrayitno

2. Nurkhamidah

3. ShintaAmaliaPutri

4. SulthoniAuliyaulhaq

5. Widia Sari Lestari

6. AshwindyEkaDoniFaniyanyo

28

Table 3.3.The List ofX1 class ofSMK PLUS AL MADINAH

No Name

1. Ahmad Rif‟anNur Huda

2. FikaNurdiyan

3. Millennia A

4. Oki Rahayu

5. RiandiksWijaya

6. Tutik Indah Wati

7. Yuliana M

8. Rijal R. Putra

E. The Procedure of Study

This study applies Kemmis and Mc Taggart‟s model of classroom

action study method. Arikunto (2010: 137) informs that the principal

concept of CAR according to both of those experts consists of four steps,

they are planning, acting, observing, and reflecting.

This study uses classroom action study, The Researcher do study in

two cycles those are cycle 1 and cycle II. The steps in each cycle are same.

The steps in each cycle are as follows:

29

Figure 3.1Cyclical Action Research model based on

kemmisandMcTaggart (1988)

1. Planning

The activities in the planning are as follow:

a. Preparing the materials and lesson plan in doing the action.

b. Preparing list of the students‟ name and scoring.

c. Preparing teaching aids

d. Preparing checklist for class observation (to know the situationsof

teaching learning process when the method or mode is applied).

e. Preparing a test (Pre- test and Post- test to know whether students

increase or not).

30

2. Action

The activities in the planning are as follow:

a. Giving Pre- test

b. Teaching speaking by English conversation using Community

Language Learning (CLL)

c. Giving opportunity to the students to ask about difficulties or

problems.

d. Asking the students to identify the conversation in a group.

e. Giving Post- test

3. Observation

Observation is one of the instruments in collecting data. As a

scientific method, observation can be systematically used to observe

and investigated the students condition and something they do in

teaching learning process. The Researcher will analyze the result of

Pre- test and Post- test to know whether the students participation in

English conversation activity increase or not.

4. Reflection

Reflection is result from observation then being reflected by the

researcher and The Researcher, this includes analysis, and evaluating

the result. It is to remember what happened that has been recorded in

observation. Reflection seeks to make sense of the process, problem

and real issues in strategic action.

31

F. Technique of Collecting Data

Explanation in this classroom action research, the researcher used

some techniques to collect qualitative and quantitative data. The

researcher use test to get the data as the technique of collecting

Quantitative data. Test is a series of question or exercise or other device

used to measure the skills, knowledge intelligence, ability or talent

processed by individuals groups as defines by Arikunto (1998: 138). In

this research the researcher usePre- test and Post–test. The first test is

Pre- test, do before the researcher does not use Community Language

Learning (CLL)method to increase students‟ participation in English

conversation.

The second test is Post- test do after the researcher use Community

Language Learning (CLL) as method of Language teaching in order to

know the result of this study before and after use photograph.

To collect the qualitative data, the researcher used some

technique, they are: observation and document.

1. Observation

Observation monitor the students‟ activity during English

teaching and learning. The researcher observes the situation in the

class during lesson, respond and attitude when they give the English

explanation and doing task and their difficulties. The researcher

decided to use observation sheet.

32

2. Documentation

According to Arikunto (1998: 274), documentation is an

activity to look for variable like notes, transcribes, books,

newspapers, magazines, etc. In this method, researcher holds a

checklist to look for the variable that had been decided.

G. Technique of Data Analysis

After collecting the data, the next step of this study is analyzing the

data. There are two ways to analyze the data, they are:

1. Descriptive technique (Qualitative)

A descriptive technique is used to know students‟ behavior during

the teaching learning process. In this case The Researcher analyzes the

observation checklist used field note in which has been made by his

partner and recorded all the activities in the classroom.

2. Statistical technique (Quantitative)

A statistical technique is used to summarize the data using

numbers. This technique is used to know the students‟ score of writing

ineach cycle. To analyze the data of the study, The Researcher used

Mean formula. David (1969:137) said that the mean is the most

frequently used measure of central tendency in test statistics. So, The

Researcher used Meanformula to analyze the data of the study.

33

a. Mean score:

Explanation:

M = Mean

∑Χ= The sum of the item score

N = The number of group

b. Standard Deviation

SD =√

(

)

Where,

SD : Deviation Standart

D : Difference between pre-test post-test

N : Total number of student

c. Test

To be able to know whether there is a significant improvement

or not between pre-test and post-test, researcher using t-test

after calculate the SD. The formula is:

to= (

)

√

Where,

34

to: T-test for the differences of pre-test and pos-test

SD : Deviation Standart for one sample t-test

D : Different between pre-test and post-test

N : Number of observation in sample.

Explanation:

P : Percentage

F :Frequecy

N : The number of group

Table 3.4. Speaking Rubric

Aspect Score Details

Pronounciation 25 Easy to understand

pronounciation and

have a native accent

20 Easy to understand

though with a certain

accent

15 There is a problem of

pronounciationthat

make the listener must

35

concentrated fully and

sometimes there are

misunderstandings

10 It is difficult to

understand because of

pronounciation

problems, often asked

to repeat

5 A serious

pronounciation

problems that cannot be

understood

Grammar 25 No or few grammatical

error

20 Occasionally makes

grammatical errors but

does not affect the

meaning

15 Often make

grammatical errors

which affect meaning

10 A lot of grammatical

errors that impede

36

meaning and often

rearranging sentences

5 A grammatical error is

so severe that is

difficult to understand

Vocabulary 25 Using the vocabulary

words and phrases such

as native speakers

20 Sometimes uses

inappropriate

vocabulary

15 Frequent use of

inappropriate

vocabulary,

conversation is limited

due to limited

vocabulary

10 Using the wrong

vocabulary and

vocabulary is limited so

it is difficult to

understand

5 A very limited

37

vocabulary so that the

conversation is not

possible

Content 25 Easy to express ideas

although there is

repeating in certain part

20 Sometimes difficult to

express ideas due to

limited vocabulary

15 Little difficult to

express ideas verbally

and a lot of repeating

10

Difficult to express

ideas searching for

vocabulary does not

complete utterances

5 Limited to express ideas

communication difficult

although in simple

dialogue

Brown (2004: 243)

38

CHAPTER IV

DATA ANALYSIS AND DISCUSSION

In this chapter, The Researcher would like to analyze the data gathered

from the action study activities. The data has obtained from teaching learning

process and evaluation. The data analysis is to measure the students‟ participation

inEnglish conversation activity in English class by Community Language

Learning (CLL) method.

In this study, the data consisted of field note, the result of pretest and Post-

test. There has two cycles in this study, cycle I and cycle II. For the whole stages

of each cycle would be explained in the description bellow:

A. Data Analysis

1. Cycle I

a. Planning

The Researcher prepared some instruments of the study.

They are as follow:

1) Lesson plan as teaching guidance in learning process.

2) The Researcher preparing the material.

3) Checklist for classroom observation (to know the

situations of teaching learning process which CLL

method is applied)

4) Teaching aids

39

5) Pre- test and Post- test

Pre- test was given to the students before applying

“CLL method” and Post- test was given after applying

this CLL method.

b. Implementation of the action

On Tuesday August 23rd

2016, the researcher (the

researcher) and the observer entered X and XI class of SMK AL

MADINAH PLUS Pabelan. The condition of the class was quiet

and the researcher accosted the students soon. Next, The

Researcher introduced herself and she explained what is her

purpose in SMK AL MADINAH PLUSPabelan. Before the

researcher would explain the material, she asked the students to

introduce themselves in front of the class and she asked the

students to do Pre- test. The researchers give a hand out (

exampleof English conversation) and students ask the students to

make a conversation in pair. After the students have finished

doing Pre- test, she asked the students to perform their English

conversation in front of the class and collect the answer sheet on

my table. The researcher gave the materials and began to discuss

the material would be studied. The English conversation among

teacher and students in speaking lesson were as follows:

40

Teacher : “Assalamualaikumwr.wb”.

Students : “Waalaikumsalamwr.wb”.

Students :“Good morning bu”.

Teacher :“Good morning students. How are you

today?”Students : “I’m fine thank you, and you ?”

Teacher : “I’m fine too,thank you.”

Teacher : “Guys, let’s start our meeting by saying

basmalah together.”

Students :“Bismillahirrahmaanirrakhim.”

Teacher : “Before we start our lesson, firstly I will

introduce myself. My name is Ira Nurussofa. I

am a university student in IAIN Salatiga.

Before explaining the material today, she asked the

students to introduce themselves in front of the class to know the

ability in speaking skill. The English conversation among teacher

and students in introduction session were following:

Teacher :“Please introducing yourself and say anything

about yourself.”

When the researcher asked to them, the students were less

participation. They just looked at the researcher and say

”sayatidak miss” (I can‟t miss).

41

Teacher :“You can say anything, if you don’t know in

English, you can say in Bahasa.” Finally, they

was done.

The researcher asked the students to do a Pre- test. The researchers

gave hand out (example of English conversation) and askedthestudents to

make an English conversation in pair. After the students have finished

doing Pre- test and she asked the students to perform their conversation in

front of the class and collect the answer sheet on my table.

In this session, Tutik Indah Wati was less participation. She

did not come forward to perform her conversation‟s assignment.

The researcher began to discuss the material used CLL method.

The researcher gave materials about reservation. The English conversation

among teacher and students discussingthematerial used CLL method,

were as follows:

Teacher :“This material about reservation.

Do you know about the material?.”

Students :“No, I do not”

Teacher :“I will explain about reservation. Do you ever study

about reservation?.”

Students: “Ya Miss pernah”. ( Yes, I do)

42

The researcher asked the students to write the material and

explained to them. She was not give the permission to open dictionary.

But, if they were not understand the meaning, they could ask to their

friends or teacher.

Rif‟an:“ What is the meaning of single room bu?”

Teacher : ”They need one room for one person”

( Merekamemesansaturuangtidruntuksatu orang).”

Rif‟an : “Oh, yes bu.”

Teacher :“Any others questions?.”

Sulthony :“Reserve a seat to Jakarta apabu?.”

Teacher :“DiaatauMerekamemesansatukursiuntukke Jakarta.”

Sulthony :“Kokkursibuk?.” (why chair miss?)

Teacher :”It’s mean a seat flight to Jakarta.”

Ashwindy :“Flight apabu?” ( what is flight miss?)

Teacher :“Penerbangan mas windy. Okey, any others question?”

Students :“No bu.”

Teacher :“Are you understand?”

Students :“Insyaallah”

43

Most of the students understood with the material. The researcher

gave them hand out in pair in Post- test. She asked them to read anddiscuss

with friends, if they were notunderstood with the hand out she gave them

10 minute and then they must performed in front of class. Teacher

corrected their pronounciation.

There were many words were corrected, such as I’d( I would), else

( how to pronounce), we’d ( we would), and we’ve ( we have). The

researcher gave them how to pronounce and students repeated it. She ask

them to collect hand out in my desk and she gave them questions to Post-

test.

Table 4.1 The Result of Pre- test and Post- test 1

No Name Pre- test1

(X)

Post- test 1

(Y)

D

1. Denes Dwi P 60 70 10 100

2. Nurkhamidah 50 65 15 225

3. Shinta A 60 75 15 225

4. Sulthoni A 55 65 10 100

5. Widia Sari 55 60 5 25

6. Ashwindy E 50 65 15 225

7. A. Rif‟an 60 65 5 25

8. Fika N 60 70 10 100

44

1) M

1. Mean of Post- test in cycle 1

2. Standard Deviation of Cycle 1

SD =√

(

)

SD =√

(

)

SD = √ ( )( )

SD = √

SD = √

SD = 3,13

9. Millennia A 55 70 15 225

10. Oki Rahayu 50 65 15 225

11. Riandika W 55 65 10 100

12. TutikWati 50 65 15 225

13. Yuliana M 60 75 15 225

14. Rijal R. Putra 50 60 10 100

Total 770 935 175 2325

45

3. Calculated of T-test Value

to=(

)

√

to= (

)

√

to=

√

to=

√

to=

to= 14,53

(a) Calculated of df

df= n-1

df= 14-1

df= 13

46

(b) Consult with t-table

With df=13, the value of t-table with level of significant

0,05% is 1.7103

(c) Comparing t-test with t-table

From the result data above, ascertainable that the cycle 1 t-

test value is 14,53 and t-table value is 1,7103. Because the

result of t-test ≥ t-table = 14,53 ≥ 1,7103. So, the alternative

hypothesis (Ha) was accepted and the null hypothesis (Ho)

was rejected. It means that there is a significant difference

between pre-test and post-test

Explanation:

P : Percentage

F :Frequecy


Excellent

Good

Good Enough

Poor

47

By analyzing the result of pretest and Post- test above, there was an

increase of the students‟ score in the first year of SMK PLUS AL

MADINAH Pabelan in the academic year 2016/2017. It was 2,28from

70,14to 72,42. This increase of the students‟ score showed a little

improvement of the student speaking skill by English conversation. Thus,

the researcher appreciated of the student participation in English activity in

English class to be good or excellent.

Table 4.2 Students Participation to the Lesson of Cycle 1

No Expression Always Often Rare Never

1.

Students are

motivated to

follow this lesson

V

2.

Students are

disadvantages if

they do not follow

this lesson

V

3.

Students believe

this lesson are

useful

V

4.

Students try to

collect the task on

time

V

48

5.

Students try to

understand this

lesson

V

6.

Students ask to the

researcher if they

do not understand

the material

V

7.

Every student

expresses her/his

ideas

V

8.

Students discuss

the material with

friends

V

9.

Students try to be

active in the

classroom

V

10.

Students try to

look for the

material in the

V

49

library or internet

The Researcher makes scale of students participation as below :

Number of Students Criteria

33 Students Always

48 Students Often

52 Students Rare

6 Students Never

c. Observation

In the first cycle, The Researcher and the observer have

observed the teaching learning process. The researcher could see

that the students of SMK PLUS Al MadinahPabelan in the first

year in the academic year of 2016/2017 wasmotivated to learn

foreign language especially in the conversation activity. Most of

student could speak but the grammar was incorrect and some

students feelnervous to speak in front of their class.

d. Reflection

After analyzing the result of action in cycle 1, the

researcher could assume that it is very important for the researcher

to increase comfortable condition in English class activity. The

researcher must helped student to enjoy with English learning,

50

such as gave permission to speak in Bahasa and then the

researchertranslated what student spoke.

Action 1 did not give satisfactory result because student

were less confident and afraid making mistake grammar, such

Tutik. The indicator of Students Participation is the score of

students Post- test was higer than KKM.There were students who

still unfocused on the lesson KKM score is 70 and from the post-

test , it is only 5 students passed the score. Therefore, it was very

important to continue to next cycle to increase students

participation in English conversation in English class.

2.Cycle 2

a. Planning

The Researcher prepared some instruments of the study.

They were as follow:

1) Lesson plan as teaching guidance in learning process.

2) The Researcher preparing the material.

3) Checklist for classroom observation (to know the situations of

teaching learning process when CLL method is applied)

4) Teaching aids

5) Pre- test and Post- test

Pre- test was given to the students before applying “CLL

method” and Post- test was given after applying this CLL

method.

51

b. Implementation of the action

On Wednesday, August 24th

2016, the researcherand

the observer entered X and XI class of SMK AL MADINAH

PLUS Pabelan. The researcher asked the students to do a Pre-

test. The researchers gave hand out. The researcher asked the

student to make a conversation based on the questions and

students could not open dictionary. About 15 minutes, the

researcher ask students to present their assignment in pair. The

conversation between teacher and students in speaking lesson

were as follows:

Teacher :“Assalamualaikumwr.wb”.

Students :“Waalaikumsalamwr.wb”.

Students :“Good morning miss”.

Teacher :“Good morning students. How are you

today?”

Students :“I’m fine thank you, and you ?”

Teacher :“I’m fine too,thank you.”

Teacher : “Guys, let’s start our meeting by saying

basmalah together.”

Students :“Bismillahirrahmaanirrakhim.”

Teacher : “We will continue our lesson today”

Students :“Yes bu.”

52

The researcher gave questions about feeling or emotion and

hand out. The conversation between teacher and students to

introduction session were as follow:s

Teacher:“How do you feel if you can not do the

examination?”.

Shinta : “I feel sad bu”

Teacher: “ Are you cry shinta?”

Shinta : “ Maybebu,hehe”

Teacher:“Okeshinta”.

Now, the researcher will give you a hand out, please do and

practice in pair”.

Students :“Okeybu, Bolehbukakamus?” (could open

dictionary?

Teacher :“No”

When the researcher asked to them, the students were more

participate. They were brave to ask with the researcher.

After the students have finished doing pre- test, they was

practice in front of class in pair. In this session, they were less

pronouncation.

The researcher began to discuss the material would be

studied used CLL method. The researcher gave materials about

emoticon or feeling. The conversation between teacher and

53

students in discuss the material used CLL method, were as

follows:

Teacher: “I will make you in pair”.

Students: “Yes bu”

After the researcher asked the students in pair, the

researcher explained the material used CLL method.

Teacher : “I will explain about emoticon or feeling. Do you

ever study about emoticon or feeling?”

(pernahkah kalian belajartentangperasaan?)

Students :“ Belum miss”. ( no, I do not)

Teacher :“Okey, I will explained about emoticon or feeling

someone.”

The researcher asked the students to write the material and

the researcher explained to them. The researcher did not

permission to open dictionary. But, if they didn‟t understand the

meaning, they would ask to their friends or teacher.

Teacher :“We will discuss about the hand out”

Students :“Yes bu”

Teacher :“Please discuss with your friends.”

The researcher gave 10 minutes to discuss. After 10

minutes, the researcher asked students if there were any question.

Teacher :“Any question guys?”

54

Denes :“Bahasainggrisnyamumetapabu?”

Teacher :“Confused denes”

The researcher think most of students was understood with

the material. She gave them hand out to Post- test. She asked them

to fill the question in the hand out for 25 minutes and asked them

to collect hand out in my desk.

Table 4.3The Result of Pre- test and Post- test 2

No Name Pre- test

2

Post- test

2

D D

1. Denes Dwi P 65 85 20 400

2. Nurkhamidah 60 70 10 100

3. Shinta A 70 85 15 225

4. Sulthoni A 65 80 15 225

5. Widia Sari 60 75 15 225

6. Ashwindy E 60 75 15 225

7. A. Rif‟an 70 80 10 100

8. Fika N 60 80 20 400

9. Millennia A 65 85 20 400

10. Oki Rahayu 60 75 15 225

11. Riandika W 65 75 10 100

12. TutikWati 60 70 10 100

13. Yuliana M 65 85 20 400

55

14. Rijal R. Putra 60 70 10 100

Total 885 1090 205 3222

1. Mean of Post- test in cycle 2

2.Standard Deviation of Cycle 2

SD =√

(

)

SD =√

(

)

SD =√ ( )

SD =√

SD =√

SD = 3,97

3.Calculated of T-test Value

to= (

)

√

to= (

)

√

to= (

)

√

to=

to= 13,30

56

(d) Calculated of df

df= n-1

df= 14-1

df= 13

(e) Consult with t-table

With df=13, the value of t-table with level of significant

0,05% is 1.7103

(f) Comparing t-test with t-table

From the result data above, ascertainable that the cycle 1 t-

test value is 13,30 and t-table value is 1,7103. Because the

result of t-test ≥ t-table = 13,30 ≥ 1,7103. So, the alternative

hypothesis (Ha) was accepted and the null hypothesis (Ho)

was rejected. It means that there is a significant difference

between pre-test and post-test

Explanation:

P : Percentage

F :Frequecy


57

Excellent

Good

Good Enough

Poor

By analyzing the result of pretest and Post- test above, there

was an increase of the students‟ score in the first year of SMK PLUS

AL MADINAH Pabelan in the academic year 2016/2017. It was 7,28

from 74,5 to 81,78. This increased of the students‟ score show a little

improvement of the student speaking skill by English conversation.

Thus, CLL method is appropriate to be implemented for the students in

the first year of SMK PLUS Al MadinahPabelan in the academic year

of 2016/2017 to increase the students participation in English

conversation in English class. They have tried their motivation to

increase their speaking, from good to be excellent.

Table 4.4Students Participation to the Lesson of Cycle 2

No Expression Always Often Rare Never

1.

Students are motivated

to follow this lesson

V

Students are V

58

2.

disadvantages if they do

not follow this lesson

3.

Students believe this

lesson are useful

V

4.

Students try to collect

the task on time

V

5.

Students try to

understand this lesson

V

6.

Students ask to the

researcher if they do not

understand the material

V

7.

Every student expresses

her/his ideas

V

8.

Students discuss the

material with friends

V

9.

Students try to be active

in the classroom

V

10.

Students try to look for

the material in the

library or internet

V

59

The Researcher makes scale of students participation as below :

Number of Students Criteria

47 Students Always

40 Students Often

48 Students Rare

5 Students Never

c. Observation

In the cycle 2, The Researcher was accompanied by

the observer have observed teaching and learning though CLL

method. The Researcher monitored the students English

conversation activity and the researcher could know that

students have motivated to speak in English. The second cycle

wereshows better than cycle 1.In the second cycle, the

students more confident to speak in front of their friend in the

classroom.

The researcher could say that CLL method is

appropriate to be applied for the first students of SMK PLUS

Al Madinah in the academic year of 2016/2017 because the

relation among teacher and students like counselor and client

60

was applied in this activity. The researcherhave a roleto

implement CLL method according to CLL design. The

students felt enjoy to speak English with less

pronounciationwithout frightened.

d. Reflection

After analyzing the result in cycle 1 and 2, the researcher

could conclude that CLL (Community Language Learning)

method could increase the students participation and

achievement in English conversation activity in English class

in the academic year of 2016/2017. In Post- test cycle 2

showed that the indicator of Students Participation was focus

because most of students score higer than KKM.

In addition, it was very important for each teacher to give

motivation and to make students enjoyable with our lesson.

CLL (Community Language Learning) method was

appropriate to be applied in teaching and learning foreign

language. This method involved psychological aspect, the

students enjoyable with our learning to speak naturally. The

researcher as a counselor for the students could help students

to learn foreign language. In a group work, students could

increase their speaking skill directly. They would speak more

and freely without frightened.

61

CHAPTER V

CLOSURE

A. Conclusion

After analyzed the data the researcher conclude that using

Community Language Learning (CLL) methodis the strategy that can

develop and increase students participation and achievement in English

conversation activity in English class.

1. The profile of students participation in English conversation activity

in English class for the first year students of SMK PLUS Al

Madinah Pabelan Semarang District in the academic year

2016/2017 was less participation. When the researcher asked them,

the students were less participation.

2. The findings showed that the improvement of students participation

in English conversation activity in English class is significant after

students got CLL method. It could be seen from the comparison

between all the score of cycle I, cycle II. The findings displayed that

students participation in English conversation activity in English

class increased from Pre to Post- test able to develop students

participation in English conversation activity in English class.

3. The achievment showed that the mean of Pre-test 1 was 55, the

mean of Post- test1 was 66,8, and the mean of Pre-test 2 was 63,2,

the mean of Post- test 2 was 77,8. The percentage of Pre- test cycle

62

1 are, Excellent is 0%, Good is 71,42% Good enough is 28,57%,

poor is 0%. The percentage of Post- test 1 are, Excellent is 0%,

Good is 92,85%, Good enough is 7,14%, Poor is 0%. The

percentage of Pre- test 2 are, Excellent is 0%, Good is 92,85%,

Good enough is 7,14%, Poor is 0%, and the percentage of Post- test

2 are, Excellent is 28,57%, Good is 71,42%, Good enough is 0%,

Poor is 0%. We can conclude that the researcher appreciated of the

student participation in English activity in English class to be

excellent. It means that CLL method is able to develop students

participation and achievement in English conversation activity in

English class.

B. Suggestion

Having known the findings of the research, the researcher gave

suggestions as follows:

1. To the researcher

Teacher should use CLL method as a strategy to develop

students participation in English conversation in English class.

This method can develop studentsparticipation. The researcher

should motivate the students to active, respond, and listen what

their teacher and friend said. In addition, the researcher should

know the need of the students related with the competencies they

need.

2. To the student

63

d.The students should be obligated to ask teacher when they did

not understand.

e. The students should be obligated to participate in English

class.

f. The students need to have a big spirit and study harder.

g.The students should extend their skill in many ways, using

new words along in English class or their daily life.

3. To the institution

It has been known from the result of the study that the use

of CLL method could improve students participation in English

conversation in English class. Based on the explanation, The

Researcher would like to suggest the other researcher; the result of

the study could be used as additional reference to further research

with the different sample and occasions

1

BIBLIOGRAPHY

Arikunto, Suharsimi. 1998. ProsedurPenelitian: SuatuPendekatanPraktek.

EdisiRevisi IV. Jakarta: RinekaCipta

Arikunto, Suharsimi.2010.Prosedur Penelitian: SuatuPendekatanPraktik. Jakarta:

RinekaCipta

Arikunto, Suharsini. Dkk, 2006.PenelitianTindakanKelas. Jakarta. BumiAksara.

Azizah, Munirotul. 2014. The use of Community Language Learning (CLL) to Improve Speaking Skill (An Experimental Study of the Second Grade Students of SMP N 2Banyubiru in the Academic Year of 2013/2014. STAIN SALATIGA

Branen, Julia, Mixing Methods. 1993. Qualitative and Quantitative research.

Avenbury: Englands

Brown, H Douglas. 1980. The principle of language learning and teaching. New

Jersey: Prentice-Hall,Inc

Classroom. America: United Stated of America

FauziatiEndang. 2005 .Teaching Of English As A Foreign Language, Surakarta:

Muhammadiyah University Press

Harris, David P. 1969. Teaching English as a Second Language.United State of

America.McGraw- hill book company

Liddicoat, J. Anthony. 2007. An Introduction to Conversation Analysis. London:

11 York Road

Mertler, A craig (2009). Action Research Teacher As Researcher In The School

Milova, Оksana Ye.2015.Teaching Conversation in English LanguageClassroom:

Conversational Techniques. Kyiv: Boris Grinchenko Kyiv University

Morries, W. 1966.The Grollier International Dictionary.Danbur: The GloilerInc

Munir, Ahmad. 2005. Communication Strategies Toward Student’s Speaking

Ability. STKIP Thesis S-1. Unpublished

Nunan, David.1991.Language Teaching Methoddology. Paractice hall: New York.

Richards, Jack C. 1986. Approaches and Methods in Language Teaching. New

York: Cambridge

2

Sapir, Edward. 1949. Language an introduction to the study of speech. New York:

Harcourt, Brace and Company

Selun, Bruno. 2008. Teacher Perspectives and Student Participation in a London

Independent School. Department of Education London Metropolitan

University

Stevick, E.W. 1980. Teaching Language: A Way and Ways.Rowley. Mass:

Newbury House

3

APPENDICES

6

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMK PLUS AL MADINAH

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X /1

Skill : Berbicara

Alokasi Waktu : 1 x 90menit

A. Standar Kompetensi:

Berkomunikasi dengan Bahasa Inggris setara LevelNovice

B. Kompetensi Dasar:

Menghasilkantuturansederhana yang cukupuntukfungsi-fungsidasar

C. Indikator:

Indikator Karakter peserta didik yang

diharapkan

1. Ungkapan penawaran

barang dan jasa digunakan

secara tepat.

a. Religius

b. Jujur (Honest)

c. Kerja keras (Hard work)

d. Mandiri (Independent)

e. Kreatif (Creative)

D. Tujuan Pembelajaran:

Pada akhir pembelajaran, siswa dapat:

7

Mengungkapan penawaran barang dan jasa digunakan secara tepat.

E. MetodePembelajaran

Community Language Learning (CLL)

F. MateriPembelajaran

Penawaran Barang dan Jasa

How to offer something?

It is common to use both “ Would you like” and modal forms as “

Can I …”, May l …”

Modal Expressing offers

- Can I help you?

- I could give you a lift.

- May I carry your suitcase, Ma‟am?

- Shall I copy this document for you?

- I will make you some coffee.

Offering something

- Can I get you some …?

- Would you like some …?

- May I offer you some …?

- Would you like me to get you some …?

8

Accepting / Refusing the offers

The following phrases are commonly used when accepting

offers:

Accepting an Offer Refusing an Offer

- I‟d love to

- That would be nice

- OK, sounds great.

- Yes, please.

- Just what I need.

- Sorry, I can‟t. Thanks

anyway.

- No, I can‟t …

- No, it‟s OK. Thanks.

- Thanks. But I …

G. Langkah-langkah Kegiatan

1. Kegiatan Pendahuluan/Motivasi

a. Greeting (memberi salam dan tegur sapa)

b. Do‟a

c. Absen

2. Kegiatan Inti

1. Eksplorasi

a. Teachers introduce the expression supply of goods and

services are used appropriately

b. Teacher asks students about a word or phrase has ever

encountered students (idiom supply of goods and services

areused appropriately)

9

c. Teacher gives an example of a word or phrase phrase

supply of goods and services are used appropriately

3. Elaborasi

a. Asks the students to read examples of conversations that have

given teachers.

b. Ask the students to look for difficult words in a conversation.

c. The teacher tells or answer the difficult words to the students.

d. Ask the students to devide into group (2 or 3 students) and to

make conversation about the expression of the supply of

goods and services are used appropriately

e. Ask the students to present the results of the each group.

4. Confirmation

Students give the reflections or comments about things that have

been known about the expression of the supply of goods and

services are used appropriately.

5. KegiatanPenutup

a. Summing up the matter.

b. Ask the students the difficulties about learning the material is

taught in the classroom (Expression supply of goods and services

H. Sumber belajar

a. “English for Technology School” (LP2IP Yogyakarta)

10

I. Evaluation

a. Tes tertulis.

b. Penampilan siswa selama proses belajar berlangsung.

J. Penilaian

a. Pedoman Penilaian.

Speaking Rubric



pronounciation and

have a native accent



accent


pronounciationthat

make the listener must


sometimes there are

misunderstandings



pronounciation

11

problems, often asked

to repeat

5 A serious

pronounciation


understood


error



does not affect the

meaning

15 Often make

grammatical errors

which affect meaning


errors that impede

meaning and often


5 A grammatical error is

so severe that is

difficult to understand

12



as native speakers

20 Sometimes uses

inappropriate

vocabulary

15 Frequent use of

inappropriate

vocabulary,


due to limited

vocabulary

10 Using the wrong

vocabulary and

vocabulary is limited so

it is difficult to

understand

5 A very limited

vocabulary so that the

conversation is not

possible


although there is

13

repeating in certain part



limited vocabulary

15 Little difficult to

express ideas verbally

and a lot of repeating

10 Difficult to express

ideas searching for

vocabulary does not

complete utterances



although in simple

dialogue

Brown (2004: 243)

Salatiga, 23 Agustus 2016

Praktisi

Ira Nurussofa

14

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMK PLUS AL MADINAH

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X /1

Skill : Berbicara

Alokasi Waktu : 1 x 90menit

K. Standar Kompetensi:

Berkomunikasi dengan Bahasa Inggris setara LevelNovice

L. Kompetensi Dasar:

Menghasilkantuturansederhana yang cukupuntukfungsi-fungsidasar

M. Indikator:

Indikator Karakter peserta didik yang

diharapkan

1. Ungkapan berbagai

perasaan disampaikan

dengan tepat

f. Religius

g. Jujur (Honest)

h. Kerja keras (Hard work)

i. Mandiri (Independent)

j. Kreatif (Creative)

15

N. Tujuan Pembelajaran:

Pada akhir pembelajaran, siswa dapat:

Mengungkapan berbagai perasaan disampaikan dengan tepat

O. MetodePembelajaran

Community Language Learning (CLL)

P. MateriPembelajaran

Ungkapan berbagai perasaan

Recognize the importance of expressing emotions.

Unexpressed emotions affect your life. If you want to take control

over your emotional life, you need to learn how to express your

emotions. Expressing emotions is the best way to release the pent up

feelings.

Examples expressing feelings or emotions:

- That‟s really great. I‟m so happy.

- I‟m happy to hear that.

- It gives me a great pleasure.

- Good News! It makes me happy.

- What should I do to cheer you up?

- I really care about you.

- Don‟t worry. i/m with you.

- What‟s wrong?

- Hope you will be fine.

16

- Are you OK?

- I am glad to know that you will help me doing my

homework.

- I feel disappointed cause I couldn‟t meet my favorite

singer.

- I felt happy because I have won the swimming competition.

- I felt excited because I will go to Singapore nest month.

Q. Langkah-langkah Kegiatan

A. Kegiatan Pendahuluan/Motivasi

d. Greeting (memberi salam dan tegur sapa)

e. Do‟a

f. Absen

B. Kegiatan Inti

2. Eksplorasi

a. Teachers introduce the expressions feelings appropriately.

b. Teacher asks the students about a word or phrase has ever

encountered students (expression of feelings used

appropriately)

c. Teacher gives an example of a word or phrase used phrase

these feelings appropriately.

17

3. Elaborasi

a. Teacher asks the studentsof group work (2 or 3 students)

b. The teacher give hand-out for each group

c. The teacher ask the students to make conversation about the

hand-out and practice in front of class

3. .Konfirmasi

Students give the reflections or comments about things that

have been known about the expression of feelings that are used

appropriately

C. Kegiatan Penutup

1. Summing up the matter.

2. Asking the student the difficulties in learning the material being

taught..

R. Sumber belajar

b. “English for Technology School” (LP2IP Yogyakarta)

S. Evaluation

a. Testertulis.

b. Penampilan siswa selama proses belajar berlangsung.

18

T. Penilaian

a. Pedoman Penilaian.

Speaking Rubric



pronounciation and have

a native accent



accent


pronounciationthat make

the listener must


sometimes there are

misunderstandings



pronounciation problems,

often asked to repeat

19

5 A serious pronounciation


understood


error



does not affect the

meaning

15 Often make grammatical

errors which affect

meaning


errors that impede

meaning and often


5 A grammatical error is so

severe that is difficult to

understand



as native speakers

20

20 Sometimes uses

inappropriate vocabulary

15 Frequent use of

inappropriate vocabulary,


due to limited vocabulary

10 Using the wrong

vocabulary and

vocabulary is limited so it

is difficult to understand

5 A very limited vocabulary

so that the conversation

is not possible


although there is

repeating i n certain part



limited vocabulary

15 Little difficult to express

ideas verbally and a lot of

repeating

21

10 Difficult to express ideas

searching for vocabulary

does not complete

utterances



although in simple

dialogue

Brown (2004: 243)

Salatiga, 24Agustus 2016

Praktisi

Ira Nurussofa

22

PRE-TEST ASSIGNMENT

1. Read the Conversation!

2.Please make a Conversation with your group about making Reservation!

3.Then, practice the Conversation in front of class!

For examples :

Conversation for making Reservations

A : Good Morning, welcome to Melati hotel, can I help you?

B : I would like to make a hotel reservation.

A : What day will you be arriving?

B : I will be arriving on May 14th

.

A : How long will you be staying?

B : I need the room for 3 nights.

A : How many people will be staying in the room?

B : I will be staying in the room alone.

A : Would you like a smoking or nonsmoking room?

B : We need a nonsmoking room.

A : We have booked a room for you. Please be sure to arrive before 4:00

on your check-in date.

23

MENU

1. Pizza Hut

2. Pizza Hut with Salami

3. Coffee

4. Juice (Orange Juice, Apple Juice, Avocado Juice, Pineapple Juice)

For example :

Conversation for order in Restaurant

Tom and Yeni are going to the cinema. The film starts at eight thirty. It is seven

forty-five now and they are in Pizza Hut, next door to the cinema complex.

Waiter : Good evening. Can I have your order, please?

Tom : Two pizzas with salami, please.

Waiter : And to drink? Do you want anything to drink?

Tom :Yes. I would like a cup of coffee. Do you want any coffee, yeni?

Yeni : No. thanks. Not for me. But I would like a glass of orange juice,please.

Waiter : Two pizzas with salami, a cup of coffee and a glass of orange juice. Is

that all?

Tom : Yes. That‟s all.

(it is eight twenty now)

Tom : finished?

Yeni : Yes. Thank you.

Waiter : anything else?

Tom : No. how about you, Yeni?

Yeni : No. look at the time, Tom. We‟ve only got ten minutes.

Tom : we‟d like the bill, please.

Waiter : Yes, Sir. It‟s coming.

24

POST-TEST ASSIGNMENT

1. Read the Menu!

2. Please, make a conversation with your group about making request and

offer!

3. Then, practice the conversation in front of class!

MENU

1. Roasted chicken, peas and roasted or boiled potatoes

2. Roasted lamb, beans and roasted or boiled potatoes

3. Fried chicken, cooked rice and special sauce with mixed vegetables

4. Dessert ( Vanilla or Chocolate ice cream, fruit salad with cream,

cheese and biscuits)

5. Beverage ( red or white wine, fruit juice: avocado, pineapple,

watermelon, orange)

6. Coffee ( black coffee, coffee white sugar, coffee with cream)

25

PRE- TEST ASSIGNMENT

Work in Pairs, Express your feeling in the situations given and make

conversation about their feeling!

For example:

1. Someone steal your money. (angry – report to the police)

A: How do you feel if someone steal your money?

B: I feel angry with her/him.

A: What are you going to do?

B: I will report it to the police.

1. Someone introduces you to your favorite singer. ( happy - take picture)

2. A stranger comes to your house. ( surprised – ask who he is)

3. You cannot do your mathematics homework. ( sad – ask the teacher)

4. You see a very beautiful scenery on top of the mountain. ( amazed – take a

deep breath)

5. Your sister goes out somewhere with a stranger. ( worried – report to the

police)

26

POST-TEST ASSIGNMENT

Work in Pairs,practice responding to questions involving feelings and make

conversation about their feeling!

For example:

2. Happy – pass the exam

A: How do you feel?

B: I feel happy because I have passed the exam.

1. Worried – heard bad news

2. Nervous – will do the English debate

3. Angry – my friend forgot his promise

4. Excellent – have done all homework

5. Hopeless – no one helps me solve math problems

Students’ Participation Sheet

27

No Name Participation Cycle 1 Participation Cycle 2

1. Sulthoni Always : 4 Often : 2 Rare : 1 Never : 3

Always : 6 Often : 4 Rare : 0 Never : 0


2. Millenia Always : 2 Often : 7 Rare : 1 Never : 0



3. Tutik Always : 1 Often : 2 Rare : 6 Never : 1



4. Oki Always : 1 Often : 2 Rare : 7 Never : 0



5. Yulliana Always : 2 Often : 5 Rare : 3 Never : 0



6. Rif’an Always : 0 Often : 5 Rare : 5 Never : 0



7. Rizal Always : 0 Often : 0

Always : 2 Often : 0

28

Rare : 10 Never : 0

Rare : 8 Never : 0


8. Riandika Always : 0 Often : 4 Rare : 6 Never : 0



9. Fika Always : 0 Often : 3 Rare : 7 Never : 0



10. Nurkhamidah Always : 5 Often : 4 Rare : 1 Never : 0



11. Denes Always : 1 Often : 6 Rare : 3 Never : 0



12. Shinta Always : 7 Often : 1 Rare : 0 Never : 2



13. Aswindhy Always : 6 Often : 2 Rare : 2 Never : 0


29


14. Widia Always : 4 Often : 5 Rare : 1 Never : 0


30

TEACHER’S OBSERVATION SHEET

NO INDICATOR YES NO Note

1 Teacher prepared

the material.

√ Teacher made the material to

teach the lesson, and all the

material ready to use..

2 Teacher

communicates

goals and objectives

in lesson opening

and closing.

√ Teacher gave explanation about

the goal and sometimes

motivates them in the opening.

3 Teacher responds to

misunderstanding

students

√ Teacher asked to several

students to read the

conversation, but they made an

error in pronunciation part,

teacher checked it and corrected

it.

4 The teacher gave

some questions to

the students

√ The teacher gave some question,

some of students were

enthusiastic responding

teacher‟s question. Although

some of them made an error and

answered it in Indonesian

language.

5 Teacher uses varied

media to present

content, visual,

auditory

√ Teacher using only white board

and paper of material, she did

not use laptop or other

technology to present the

content.

6 Teacher

demonstrating

effective teaching

practices

√ Teacher circulates around the

classroom, monitoring students‟

performance and providing

assistance as needed to complete

the assigned task.

7 Teacher uses varied

of method of

language teaching

√ When teaching the lesson, the

teacher used Community

Language Learning (CLL)

method only.

8 Teacher using full

English in teaching

learning process

√ When teaching learning process

the teacher did not use full

English, but she mix language

with Indonesian language.

9 The teacher gives

speaking test by

conversation to the

students

√ Teacher gave speaking test by

conversation to the students

(pre- test and post- test)

31

10 The teacher gives

the material with

clear explanation

√ Teacher gave explanation to the

students clearly, because in

doing research the teacher focus

on conversation, and it

explained in four meeting.

35

CURRICULUM VITAE

Name : IRA NURUSSOFA

NIM : 113 12 039

Place and Date of Birth : MagelangRegency, July, 2rd

1994

Faculty/Department : English Education Department / Teacher Training

and Education Faculty 2012

Address : Seworan, RT 04/ RW 03, Grabag, Magelang,

56196

Phone Number : 085 799 686 993

E-mail : [email protected]

Education Background :

1. SDN Kalipucang 2006

2. SMP N 1 Grabag 2009

3. SMK SyubbanulWathon2012

4. Institute for Islamic Studies (IAIN) Salatiga

2017

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